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ข้อมูลการเผยแพร่ผลงาน
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| ชื่อบทความที่เผยแพร่ |
Topic:
-STS approach related to STEM Education Teaching approach as Inquiry in Contexts
-Examining Pre-service teachers' PCK for STEM Education
Title: DEVELOPMENT and IMPLEMENTATION of STEM Education Teaching approach as Inquiry in Thailand Contexts |
| วัน/เดือน/ปี ที่เผยแพร่ |
22 กันยายน 2562 |
| การประชุม |
| ชื่อการประชุม |
East-Asian Association for Science Education (EASE) Shizuoka Autumn School |
| หน่วยงาน/องค์กรที่จัดประชุม |
EASE Shizuoka Autumn School |
| สถานที่จัดประชุม |
Shizuoka Autumn School |
| จังหวัด/รัฐ |
JAPAN |
| ช่วงวันที่จัดประชุม |
17 กันยายน 2562 |
| ถึง |
22 กันยายน 2562 |
| Proceeding Paper |
| Volume (ปีที่) |
1 |
| Issue (เล่มที่) |
1 |
| หน้าที่พิมพ์ |
68 |
| Editors/edition/publisher |
LOC. In SHIZUOKA, JAPAN |
| บทคัดย่อ |
The philosophy of STEM education today should be “a belief that promotes the teaching of STEM concepts, principles, and techniques in an integrated approach.” Promoting STEM integration provides opportunities for teachers to show students how STEM concepts, principles, and techniques are used in the development of most products, processes, and systems that students use in their daily lives. “An effort to combine some or all of the four disciplines of science, technology, engineering, and mathematics into one class, unit, or lesson that is based on connection between the subjects and real-world problems”. And for this study, we will hold Moore et al. (2015) definition of STEM education for enhancing teachers. Moore et al. (2015) defined STEM education as “the teaching and learning of the content and practices of disciplinary knowledge which include science and/or mathematics through integration of the practice of engineering and engineering design of relevant technology.”
Teachers are the most important factor in the implementation of curriculum in practice. Therefore, this study will provide some information for teachers in order to use as reference of STEM education teaching and learning. The study aimed to develop theoretical framework for the STEM education teaching strategy as inquiry in context and then draw assumptions of STEM pedagogical knowledge from the initially trial intervention of a STEM education learning activities. Regarding on Moore et.al. (2015) definition of STEM education, it suggested me to find some teaching strategies to support students to apply their integration of science, mathematics and other knowledge into finding solutions of real world problems. To do so, the philosophy of Science, Technology and Society (STS) has provided already some more ideas (Yuenyong, 2013). And, I also emerged in Yuenyong (2006) STS community of practice for school science teaching for many years. I think I could adapt it for providing a framework of STEM education teaching strategy.
A framework of STEM education teaching strategy may generate from 5 stage of STS approach (Yuenyong, 2006). These include (1) Identification of social issues, (2) Identification of potential solution, (3) Need for knowledge, (4) Decision-making, (5) Socialization stage. To provide a framework of STEM education teaching strategy, it seems that the engineer design process was widely recognized for STEM education. Engineering can act as a connector for meaningfully learning the content of mathematics and science (Moore et al., 2013). Engineering design has been treated as a pedagogical strategy to bridge science and mathematics concepts in use of solving ill-defined (open-ended) problems, developing creative thinking, formulating solutions and making decisions, and considering alternative solutions to meet a variety of constrains (Wang et al., 2011; Yasin et al., 2012). Engineering requires the use of scientific and mathematical concepts to address the types of ill-structured and open-ended problems that occur in the real world (Sheppard et al., 2009). Using engineering design as a context for these problems is a natural way for students to learn through STEM integration. Using engineering contexts as spaces for students to develop real-world representations can be the catalyst for developing related scientific and mathematical concepts through using multiple representations (concrete models, pictures, language, and symbols) and facilitating translations between and among them (Moore et al., 2013). The engineer design process was also introduced in Thailand by government agencies. For example, the EDP of OBEC STEM consists of 9 steps including (1) Identify the problem, (2) analyzing five capitals, (3) explore information, (4) knowledge sharing, (5) model solution, (6) planning and development, (7) testing and evaluating the solution, (8) present the solution, and (9) reflection and revise (Yuenyong, 2019). Based on Yuenyong (2006), the EDP could be integrated in order to develop a framework of STEM education teaching strategy. I, therefore, come up to the 7 stages of STEM (Science, Technology, Engineering, and Mathematics) strategies. In this study focused on teaching approach as inquiry in context (Sutaphan and Yuenyong, 2019). This approach including (1) Identification of social issues, (2) Identification of potential solution, (3) Need for knowledge, (4) Decision-making, (5) Development of prototype or product, (6) Test and evaluation of the solution, and (7) Socialization and completion decision stage.
To develop knowledge based for teacher professional development, the initially trial intervention of the 7 stage of STEM may provide some assumptions of STEM pedagogical knowledge. The initially trail intervention was carried out in a secondary school class of Demonstration School Khon Kean University (Suksasart). Faculty of Education. Khon Kaen, Thailand. |
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| การประเมินบทความ (Peer Review) |
มีผู้ประเมินอิสระ |
| มีการเผยแพร่ในระดับ |
นานาชาติ |
| รูปแบบ Proceeding |
Abstract |
| รูปแบบการนำเสนอ |
Oral |
| เป็นส่วนหนึ่งของวิทยานิพนธ์ |
เป็น |
| ผลงานที่นำเสนอได้รับรางวัล |
ได้รับรางวัล |
| ชื่อรางวัล |
The Best Collaborative Proposal |
| ประเภทรางวัล |
รางวัลด้านวิชาการ วิชาชีพ |
| หน่วยงาน/องค์กรที่มอบรางวัล |
EASE Autumn School (September 17-23, 2019) |
| วัน/เดือน/ปี ทีด้รับรางวัล |
22 กันยายน 2562 |
| แนบไฟล์ |
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| Citation |
0
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การเผยแพร่ในรูปของบทความวารสารทางวิชาการ
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